초등학교 ‘생물과 환경’ 단원의 위상과 수업 운영에 대한 초등교사의 인식
Elementary School Teachers’ Perception on the Status and Class Operation of ‘Living Things and Environment’ Unit in the Elementary School
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The purpose of this study was to suggest implications for securing the relevance of ‘living things and environment’ unit which was considered as the central unit of environmental education in science curriculum. To fulfill the purpose of this study, the changes in content elements of ‘living things and environment’ unit were analyzed and a questionnaire was conducted to identify elementary school teachers’ perception on the status and class operation of this unit. The results were as follows. First, After the 7thcurriculum, the composition of content elements did not change significantly, and the domains of environmental education reflected in this unit were limited to natural environment, environmental pollution, and environmental conservation. Second, For the connectivity between science and environmental education, it was proven that the perception on the relevance of two fields, the accountability of science, and the importance of environmental education were high, but the perception on the role of science subject and the function of ‘living things and environment’ unit in environmental education were relatively low. Third, The learning amount, level, and learners’ understanding of ‘livingthings and environment’ unit were considered appropriate. However, there were the complaints of the emergence of unfamiliar concepts, scientific terms, and lack of educational experience. Fourth, In order to secure the relevance of this unit, it is intended to create the environmental conditions required for unit instruction, provide abundant outdoor activities, and cultivate the integrated competence of teachers.
Abstract
The purpose of this study was to suggest implications for securing the relevance of ‘living things and environment’ unit which was considered as the central unit of environmental education in science curriculum. To fulfill the purpose of this study, the changes in content elements of ‘living things and environment’ unit were analyzed and a questionnaire was conducted to identify elementary school teachers’ perception on the status and class operation of this unit. The results were as follows. First, After the 7thcurriculum, the composition of content elements did not change significantly, and the domains of environmental education reflected in this unit were limited to natural environment, environmental pollution, and environmental conservation. Second, For the connectivity between science and environmental education, it was proven that the perception on the relevance of two fields, the accountability of science, and the importance of environmental education were high, but the perception on the role of science subject and the function of ‘living things and environment’ unit in environmental education were relatively low. Third, The learning amount, level, and learners’ understanding of ‘livingthings and environment’ unit were considered appropriate. However, there were the complaints of the emergence of unfamiliar concepts, scientific terms, and lack of educational experience. Fourth, In order to secure the relevance of this unit, it is intended to create the environmental conditions required for unit instruction, provide abundant outdoor activities, and cultivate the integrated competence of teachers.
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